ISTE Technology Facilitation and Technology Leadership Standard VIII - Leadership and Vision
Technology Facilitation and Leadership (TF/TL) Standard VIII addresses Leadership and Vision. Standard VIII states: “Educational technology facilitators will contribute to the shared vision for campus integration of technology and foster an environment and culture conducive to the realization of the vision” (Williamson & Redish, 2009, p. 190). The standard also states: “Educational technology leaders will facilitate development of a shared vision for comprehensive integration of technology and foster an environment and culture conducive to the realization of the vision” (Williamson & Redish, 2009, p. 190). The difference in Standard VIII for educational technology facilitators and leaders is that facilitators are required to contribute the shared vision for campus integration while leaders should facilitate development of a shared vision for comprehensive integration of technology and foster an environment and culture conducive to the realization of the vision.
Standard VIII was applied in the course-embedded assignment for EDLD 5306.The course assignments provided guidance to analyzing the Texas Campus STaR Chart data and understanding the purpose and standards of the key components of the Texas Long-Range Plan for Technology.
The Long-Range Plan has helped me understand how the integration of technology can improve student achievement. I learned how the committee’s goal for:
- teaching and learning is for learners to participate in individualized learning using technology and resources available 24 hours a day 7 days a week (24/7); - educators is to have 24/7 access to higher education and professional development to use technology and resources to help all students achieve learning targets appropriate for their individual and diverse needs; - for leaders to provide technological support and resources for educators to maximize instruction; and - developing an education infrastructure comparable to other education entities in the state, nation, and global workforce.
This information can help me envision the big picture to guide the use and integration of technology at a campus. Awareness of the four major components of integrating technology with teaching and learning will help me focus on long-range outcomes and avoid “quick fixes” to issues that may arise.
The Texas Long Range Plan for Technology envisions administrators and school leaders who understand, model, and support the use of technology and technological tools to educate students. The Plan requires administrators to develop technology plans incorporating representatives from a variety of stakeholder groups including educators, administrators, and community and business members. Administrators and leaders are challenged to plan, support, and budget for technology implementation in schools. The Long Range Plan offers specific recommendations for the Texas Education Agency, State Board for Educator Certification, Regional Education Service Centers, Local Education Agencies, Texas Higher Education, and Parents, Communities, and the Private Sector to provide training, assistance, support, and resources to ensure administrators and leaders have the necessary tools to incorporate the use of technology for instruction as well as for campus management.
The “No Child Left Behind Act of 2001” (NCLB) requires educators to become technology literate and integrate technology in the core curriculum. A positive aspect of NCLB is national consistency in meeting educator goals and standards. Eric Jones (2007) describes consistency in language and measures in the North Carolina Henrico County Public School, “…specific indicators provide a consistent set of measures that enable administrators to use common language to deliver feedback to teachers on the skills they must demonstrate to progress to the next level” (p. 37). By following NCLB guidelines, administrators are providing consistent measures across the local, state, and national level.
Administrators can develop technology plans to assist with educator preparation and development for teachers to meet NCLB requirements by progressing from early to developing to advanced tech and culminating in target tech. The Campus Statewide Summary for 2007-2008 reveals 74% of Texas educators are currently in the developing tech stage. This is the highest percentage of the four key areas in the summary. The Texas Campus STaR Chart Summary for 2008-2009 indicates Alvin High School is in the developing tech stage as well with a slight yearly increase in key area total indicators.
Administrators can develop effective technology plans by assuming the role of communicators and inviting representatives from groups in the community to participate. In the article Real Projects in a Digital World, Boss and Krauss (2007) state, “Communicate with your school community, and beyond, about the value of students engaging in real-world learning” (p. 24).
References
Boss, S., and Krauss J. (2007). Real projects in a digital world. Principal Leadership, 8(4). 22-26.
Jones, E. (2007). Strategies to put instruction ahead of technology. Principal Leadership, 7(6), 35-38.
Williamson, J. & Redish, T. (2009). Technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education.
Technology Facilitation and Leadership (TF/TL) Standard VIII addresses Leadership and Vision. Standard VIII states: “Educational technology facilitators will contribute to the shared vision for campus integration of technology and foster an environment and culture conducive to the realization of the vision” (Williamson & Redish, 2009, p. 190). The standard also states: “Educational technology leaders will facilitate development of a shared vision for comprehensive integration of technology and foster an environment and culture conducive to the realization of the vision” (Williamson & Redish, 2009, p. 190). The difference in Standard VIII for educational technology facilitators and leaders is that facilitators are required to contribute the shared vision for campus integration while leaders should facilitate development of a shared vision for comprehensive integration of technology and foster an environment and culture conducive to the realization of the vision.
Standard VIII was applied in the course-embedded assignment for EDLD 5306.The course assignments provided guidance to analyzing the Texas Campus STaR Chart data and understanding the purpose and standards of the key components of the Texas Long-Range Plan for Technology.
The Long-Range Plan has helped me understand how the integration of technology can improve student achievement. I learned how the committee’s goal for:
- teaching and learning is for learners to participate in individualized learning using technology and resources available 24 hours a day 7 days a week (24/7);
- educators is to have 24/7 access to higher education and professional development to use technology and resources to help all students achieve learning targets appropriate for their
individual and diverse needs;
- for leaders to provide technological support and resources for educators to maximize instruction; and
- developing an education infrastructure comparable to other education entities in the state, nation, and global workforce.
This information can help me envision the big picture to guide the use and integration of technology at a campus. Awareness of the four major components of integrating technology with teaching and learning will help me focus on long-range outcomes and avoid “quick fixes” to issues that may arise.
The Texas Long Range Plan for Technology envisions administrators and school leaders who understand, model, and support the use of technology and technological tools to educate students. The Plan requires administrators to develop technology plans incorporating representatives from a variety of stakeholder groups including educators, administrators, and community and business members. Administrators and leaders are challenged to plan, support, and budget for technology implementation in schools. The Long Range Plan offers specific recommendations for the Texas Education Agency, State Board for Educator Certification, Regional Education Service Centers, Local Education Agencies, Texas Higher Education, and Parents, Communities, and the Private Sector to provide training, assistance, support, and resources to ensure administrators and leaders have the necessary tools to incorporate the use of technology for instruction as well as for campus management.
The “No Child Left Behind Act of 2001” (NCLB) requires educators to become technology literate and integrate technology in the core curriculum. A positive aspect of NCLB is national consistency in meeting educator goals and standards. Eric Jones (2007) describes consistency in language and measures in the North Carolina Henrico County Public School, “…specific indicators provide a consistent set of measures that enable administrators to use common language to deliver feedback to teachers on the skills they must demonstrate to progress to the next level” (p. 37). By following NCLB guidelines, administrators are providing consistent measures across the local, state, and national level.
Administrators can develop technology plans to assist with educator preparation and development for teachers to meet NCLB requirements by progressing from early to developing to advanced tech and culminating in target tech. The Campus Statewide Summary for 2007-2008 reveals 74% of Texas educators are currently in the developing tech stage. This is the highest percentage of the four key areas in the summary. The Texas Campus STaR Chart Summary for 2008-2009 indicates Alvin High School is in the developing tech stage as well with a slight yearly increase in key area total indicators.
Administrators can develop effective technology plans by assuming the role of communicators and inviting representatives from groups in the community to participate. In the article Real Projects in a Digital World, Boss and Krauss (2007) state, “Communicate with your school community, and beyond, about the value of students engaging in real-world learning” (p. 24).
References
Boss, S., and Krauss J. (2007). Real projects in a digital world. Principal Leadership, 8(4). 22-26.
Jones, E. (2007). Strategies to put instruction ahead of technology. Principal Leadership, 7(6), 35-38.
Williamson, J. & Redish, T. (2009). Technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in
Education.